01 




MARYLAND 

STATE 

NORMAL 

SCHOOL 

BVILDINO 

COMMISSION 

ANNAPOLIS 
Ctecember 51, 1915 




PHOTO. BY JANVIER 



J. CHAS. LINTHICUM 
President of the Commission 



REPORT 



OF THE 



MARYLAND STATE NORMAL 

SCHOOL 

BUILDING COMMISSION 

DECEMBER 31, 1915 




ALSO AN 



ACCOUNT 



OF 



THE DEDICATION OF THE BUILDINGS 



NOVEMBER 19, 1915 






^tmbtx^ Qt tfjr Commission. 

J. Chas. Linthicum. 
President of the Commission. 

John S. Biddison, 
Vice-President. 

Phillips Lee Goldsborough, 
Governor. 

Emerson C. Harrington, 
Comptroller. 

Murray Vandiver, 
State Treasurer. 

M. Bates Stephens, 
State Superintendent of Education. 

Miss Sarah E. Richmond, 
Principal Maryland State Normal School. 

Carville D. Benson, 
W. Mitchell Digges, 

Peter J- Campbell, 
Albert M. Sproesser, 
Andrew J. Cummings. 

B. K. Purdum, 
Secretary and Treasurer. 



D. of D. 
APR 6 1916 



First Location 

Paca, Near Payette 

Red Men's Hall 

1866-1872 





Second Location 

Athenaeum Club 

Charles and 

Franklin 

1872-1876 




Third Location 
Lafayette and Carrollton Avenues 

1876-1915 



FORMER HOMES OF THE SCHOOL 




PHILLIPS LEE GOLDSBOROUGH 
Governor 



iHargknb BtnU Nnrmal g'rl^nol 



Eocatiott anD TdiiiMnQ^, 

The new buildings of the Maryland State Normal School, 
erected by the foregoing Commission under the authority of the 
General Assembly of Maryland, are beautifully located on high 
ground on the west side of the York road, at Towson, Baltimore 
county. They cost more than $700,000 and occupy a portion of 
a site of 82 acres, which was purchased at a cost of $83,735. 

The new location can be reached by trolley from Baltimore, 
or by the Maryland and Pennsylvania Railroad. 

The building group at present consists of three buildings — 
known as the Administration Building, Newell Hall and the 
Power Plant, 

The buildings are Middle English in architecture, of fire- 
proof reinforced concrete construction throughout, faced with 
a dull tone of red tapestry brick. They represent all the latest 
features of modern school architecture. 



)^timJm^tratton ButltiinQ:. 

In the Administration Building is located the administrative 
offices, recitation rooms and laboratories, the auditorium and 
lecture rooms, the library and reading rooms, the practice 
school, the domestic science department, and the cafeteria for 
day students. 



Newell Hall is a dormitory and will accommodate more than 
two hundred young women. The living rooms are arranged 
in suites of two, with bath between, and the accommodations 
afforded are, we believe, as attractive in every way as those 
offered by any school in the country. 

The bakery, kitchen and dining room for resident students 
are located in a wing of this building. 



The Power House is a central unit from which all lighting", 
heating, refrigerating, gas, water and electric service are sup- 
plied through a tunnel system to all parts of the buildings and 
grounds. The Manual Training Department and the Laundry- 
are also located in this building. 



Parker, Thomas & Rice, 
Architects. 

Charles L. Reeder, 

Consulting Engineer. 



(Keneral Contractors^. 

Administration Building - _ _ Morrow Brothers. 
Newell Hall ----- Edward Brady & Son. 
Power House ----- S. Linthicum, Jr. 




PHOTO. BY FOSTER 



ELIERSON C. HARRINGTON 
Stat9 Comptroller 



Jrinancial ^tatenwnt. 

MARYLAND STATE NORMAL SCHOOL BUILDING COMMISSION 

Statement of Receipts and Disbursements from June 10, 1910, Date of 
Organization, to January 1, 1916. 



Receipts. 

State appropriations, Chapter 352, Acts 1910 $500.00 

Proceeds State Bonds, Chapter 776, Acts 1912 582,543.00 

Proceeds State Bonds, Chapter 791, Acts 1914 223,211.49 

Interest on deposits 19,784.39 

Rents, sale of farm products and miscellaneous receipts 1,046.71 

Sale of old Normal School building 20,000.00 

Total $847,085.59 

Disbursements. 

Site. 

Combined cost of four properties $83,735.00 

/] d ministration Building. 

Morrow Brothers — Construction of building and 

grading of grounds $319,751.02 

Enterprise Steam and Hot Water Heating Co. — 

Heating and ventilating system 27,805.40 

James McCrea & Son — Plumbing 8,796.65 

The Tuec Co. — -Vacuum cleaning equipment... 854.00 

Wilson-Maltman Electric Co. — Electrical work. 7,270.25 

Gilbert H. Reese — Electric fixtures (special) . . 997.00 

J. Arthur Limerick Co. — Bronze tablet 175.00 

The E. Howard Clock Co. — Tower clock 500.00 

Program clock and bells 640.00 

McShane Bell Fotmdry Co.— Tower bell 475.00 

Hutchinson Brothers — Kitchen and lunchroom 

equipment 10,023.82 

Parker, Thomas & Rice — ^Architects' fees 22,951.57 

Charles L. Reeder — Engineers' fees 2,337.20 

Furniture, book stacks, stage and other equip- 
ment 13,657.99 

416,234.90 

Dormitory Building (Newell Hall). 

Edward Brady & Son — Construction of building $141,314.88 

Electro-mechanical Co. — Electrical work 10,536.00 

Riggs, Distler & Stringer— Plumbing 13,897.50 

Heating 4,869.50 

The Tuec Co. — Vacuum cleaning equipment... 1,000.00 
C. J. Benson & Co. — Shades, draperies and 

decorating 1,950.00 

Parker, Thomas & Rice — Architects' fees 13,079.04 

Charles L. Reeder — Engineers' fees 1,012.80 

Furniture 5.839.16 

193,498.88 



Power House. 

Svveetser Linthicum, Jr. — Construction of building $33,840.47 

William H. Cole & Son — Finished hardware... 262.55 

Parker, Thomas & Rice — Architects" fees....... 2,010.22 

Charles L. Reeder — Engineers' fees 2,400.00 

Riggs, Distler & Stringer— Mechanical work... 45,000.00 



Tunnels and Seiners. 

Whiting Turner Construction Co $16,872.07 

Richardson & Williams 1,295.00 



Railroad Siding. 

Howard O. Firor & Co.— Grading $1,195.51 

Md. & Pa. R. R. Co.— Laying tracks 805.00 



83.513.24 



18,167.07 



2.000.51 



Roads and J J 'a Iks. 
Paul J. Prodoehl Co 6.508.66 

Architects' Fees (not otlierivisc included) 

Parker, Thomas & Rice $1,352.31 

Architectural competition 2.310.69 

3,663.00 

Coiunission Expenses. 

Including expenses of members in attending 

meetings, committees in inspecting sites, visit- . 

ing institutions! outside of State, selecting 

materials, furniture and equipment, stationery, 

printing, postage and petty expenses 3,363.52 

Salaries. 

Including salaries of Chief Inspector, three 
assistants, caretaker, secretary, and all other 

help 8,822.96 

Insurance and Treasurer's bond 2,007.45 

Farm and Garden Supplies — Implements and 

labor 1,922.93 

Repairs to buildings 906.83 

Legal work and advertising 1,259.34 

Water rent and gas and water connections.... 593.08 
Grading and other work done by the Commis- 
sion and not included in contracts 4,444.22 

Surveys, charts and maps 315.00 

Dedication expenses 394.00 

Miscellaneous expenses 385.59 



Total $831,736.18 



RECAPITULATION. 



Total Receipts $847,085.59 

Total Disbursements 831,736.18 

Balance $15,349.41 

The above balance is subject to the following obligations: 

Morrow Brothers — Balance due on contract $1.000 00 

Enterprise Heating Co. — Balance due on contract... 3,675.12 
James McCrea & Son — Balance due on contract.... 102.95 

The Tuec Co. — ^Balance due on contract 173.00 

Wilson-Maltman Electric Co. — Balance due on con- 
tract 790.25 

E. Howard Clock Co. — Balance due on contract.... 160.00 
Edward Brady & Son — Balance due on contract.... 230.00 
Riggs, Distler & Stringer — Balance due on contract. 1,043.17 
Baltimore Gas Light Co. — Balance due on contract.. 92.40 

Parker, Thomas & Rice — Architects' fees, balance 

due 676.05 

Charles L. Reeder, Engineers' fees, balance due.... 493.71 

Gas oven 400.00 

Book Shelving 273.20 . 

$9,109.85 

Net Balance $6,239.56 



The above statement is as of date December 31, 1915. 

AUDITING COMMITTEES. 

Audit for period June 10, 1910, to July 31, 1913, made by 
Peter J. Campbell, 
Carville D. Benson. 

Audit for period August 1, 1913, to July 31, 1914, made by 
John S. Biddison, 
Sarah E. Richmond. 

Audit for period August 1, 1914, to December 31, 1915, made by 
Albert M. Sproesser, 
Sarah E. Richmond. 



DeDicatorp OBietciseg. 

Held at the School, November 19, 1915. 
Tl^e Jnbitation. 















,^yC 



f^CHlAliyC^rL, 





PHOTO. BY HOLMES 



MURRAY VANDIVER 

State Treasurer 




PHOTO. BY HOLMES 



M. BATES STEPHENS 
State Supt. of Education 



2.00 P. M. IN THE Auditorium 

Musical Selections --------- Orchestra 

Prayer ------- Rev. Forrest J. Prettyman 

Chaplain of the U. S. Senate 

Melodic of Peace --------- Orchestra 

Presentation of the keys by - - - Hon. J. Chas. Linthicum 
President of the Building Commission 

Acceptance by - - - - - Hon. William T. Warburton 
Member of the State Board of Education 

Chorus — Omnipotence -------- Schubert 

By the School 

Remarks : Dr. M. Bates Stephens 

State Superintendent of Education 

Miss Sarah E. Richmond 
Principal of the School 

Music — America - - - - - - --,- Orchestra 

Dedicatory Address - - - - Dr. Philander P. Claxton 
^ U. S. Commissioner of Education 

Solo — Violin --------- Fritz Gaul 

Benediction - The Rt. Rev. William A. Fletcher, Rector of the Cathedral 
Representing His Eminence James Cardinal Gibbons 

March ----------- Orchestra 

Inspection of Buildings 

Selections ---------- Orchestra 



By Rev. F. J. Prettvman, D. D., Chaplain of the U. S. Senate. 

Almighty God, the God of our fathers and the God and 
Father of our Lord Jesus Christ, we call upon Thy name at 
this time with reverence and Godly fear. We come at a time 
of great rejoicing because Thy favor has been extended to us, 
and we have been permitted to bring to its completion this 
structure to be dedicated to the interests of public education. 
Thy servants in this State have wrought into this temple of 
learning the great ideals of Christian civilization. In the 
building they have thought Thy thoughts after Thee, who art 
the great architect of the universe. We praise Thee that Thou 
hast so inspired Thy servants, men and women, in places of 
leadership in this State, with the true purpose of life so that 
they have sought to provide for the highest needs of the com- 
monwealth by enlarging and enriching its system of public 
education. Master workmen have gone before us in this 
splendid service and we have entered into their labors. We 
thank Thee for the past history of this school, for its worthy 
aims, for its refining influence upon the citizenship of the 
State, and its wonderful achievements. 

Now we come before Thee with the accomplishment of our 
present task and seek Thy continued blessing and guidance. 
Bless this school. Let Thy truth here find its highest end in 
the formation of character and the information of mind, and 
may its ministry ever abide a blessing to the State and honor 
to Thy name. For Jesus' sake. Amen. 



10 




PHOTO. BY BUCK 



REV. FORREST J. PRETTYMAN, D.D 
Chaplain of the U. S. Senate 



Hon. J. Chas. Linthicum, Member of Congress. 

Ladies and Gentlemen: 

We are assembled in this spacious hall for the purpose of 
performing not only an official duty, but one which is indeed 
pleasant and agreeable. We are here for the purpose of trans- 
ferring the custody of this group of buildings consisting of 
this administration and academic building, Newell Hall (the 
dormitory) and the power house. It is unnecessary for me 
to go into details, as you can readily see depicted on all sides 
the artistic taste, substantial structure and the commodious 
rooms of the building which you occupy, and suffice it to say 
that the other two are no less ornate and adapted for their 
respective purposes than this fine structure with its great 
assembly hall, second alone in college halls in this country to 
that of the University of the City of New York. 

Normal Education. 

I feel that this is not only the proper but the most appro- 
priate time to say a few words in connection with normal 
education, its origin, growth and history, and while I do not 
desire to occupy much time, yet I beg of you to bear with me 
for just a few minutes until I outline this method of education 
and thereby show you the important relation occupied by our 
native State in this splendid and comprehensive work. 

In 1743, when Benjamin Franklin proposed the founding of 
the Academy and Charitable School of Philadelphia, he sug- 
gested as one of the reasons for founding such an institution 
that some of the students of the lesser sort might be trained 
as teachers. Those of the greater sort, I presume, he imagined 
would become doctors, lawyers, etc. 

In Germany the first attempt to provide special training for 
teachers is attributed to August Herman Francke in 1704, and 
even earlier to La Salle in France. 

The term Normal School seems first to have been applied 
to an institution for the training of teachers established in 
Paris in 1794 (Ecole Normale). 

11 



First A'onnal School in America. 

The establisliment of the first Normal School in America 
seems to be due mainly to the efforts of James G. Carter, of 
Massachusetts. In 1824 he began the publishing of numerous 
articles and appeals for the establishment of schools for the 
training of teachers. In 1827 he opened such a school at 
Lancaster, Mass., which he was a little later forced to close 
for want of financial support. In 1835 he became a member 
of the Massachusetts Legislature, and a year later chairman 
of its Committee on Education. He secured the passage of an 
act establishing a State Board of Education in 1837 and the 
passage of the Normal School Act in 1838. He was sup- 
ported in his efforts by Charles Brooks, who had visited the 
Normal Schools of Prussia ; Edmund Dwight, who contrib- 
uted $10,000 toward the establishment of a Normal School 
under the new act, and the famous schoolmaster, Horace 
Mann, who was appointed secretary of the State Board of 
Education. The first Normal School was actually opened on 
July 3, 1839, at Lexington, Mass., another at Barre the same 
year, and still another at Bridgewater in 1840. 

Other States followed the example of Massachusetts by pro- 
viding means for the training of teachers, but it was for the 
most part in connection with educational institutions, the main 
work of which was devoted to providing instruction along 
other lines. 



Maryland First Independent Normal School. 

To Maryland we believe is due the credit of making the next 
serious effort for the training of teachers by the establishment 
of an entirely independent educational institution by the 
founding of this school on January 15, 1866. 

The Maryland Constitution of 1864 included a comprehen- 
sive article on public education, providing for the appointment 
of a State Superintendent and the establishment of a system 
of education embracing the whole State. 

Dr. Libertus Van Bokkelen, a man famous both as a scholar 
and a teacher, was appointed as the first State Superintendent. 
To him is due the credit of having planned our unique State 
system of education with the county as a unit of supervision 

12 




PHOTO. BY HOLMES 



WILLIAM T. WARBURTOTSr 
Member State Board of Education 



and administration, as well as having conceived the organi- 
zation of this school as an essential factor in his State system 
of education. He w^as extremely fortunate in having in Mary- 
land at the time as a counselor Henry Barnard, then president 
of St. John's College at Annapolis, an educator of national 
fame, who, as secretary of the Board of School Commissioners 
of the State of Connecticut, had advocated the establishment 
of a Normal School there in 1839, and who in 1867 was 
appointed from Maryland as the first United States Commis- 
sioner of Education. 

The career of the Maryland State Normal School, which 
has now extended over a period of half a century, is so inter- 
woven with the lives of Libertus Van Bokkelen, the first State 
Superintendent of Education; M. Alexander Newell, the first 
Principal and second State Superintendent; E. Barrett Pretty- 
man, the second Principal and third State Superintendent; 
M. Bates Stephens, the fourth State Superintendent, and 
Sarah Elizabeth Richmond, a first graduate, the school's most 
famed teacher and its present Principal, that I wish I might 
give the biographies of these splendid men and this lady who 
is so dear to us ; but as time is of the essence of this speech, 
I fear I shall be compelled to forego this pleasure and to pro- 
ceed with the history and the construction of the group of 
buildings which we have mentioned. 

History of the Maryland State Normal School. 

In 1866 the Maryland State Normal School was organized 
with 11 students present. For several years the classes were 
taught in one room, no more being available. As the number 
of students increased conditions became intolerable. Through 
an increased appropriation the school was enabled to secure 
more comfortable quarters — the Athenseum Building, at the 
intersection of Charles and Franklin streets. Its stay here 
was but a short one, as the Legislature of 1874 gave the school 
a permanent home at Lafayette Square. 

That building at the time of its erection was considered one 
of the best school buildings in the country. Dom Pedro, the 
Emperor of Brazil, at the time of his visit to the United 
States inspected the building and pronounced it the finest 
that he had seen. In the last twenty-five years school archi- 

13 



tectnre has so improved in design and methods of construction 
that the model building of thirty or forty years ago is only 
tolerated now for want of means to tear it down and recon- 
struct another. Thirty-five years ago the one aim in public 
education was economy; classes were large and teachers few, 
therefore large classrooms were needed. Today the individual 
counts for a great deal and fewer pupils are assigned to one 
teacher, necessitating a large nvimber of classrooms. So it 
was soon apparent that the number of classrooms in the Nor- 
mal School Building were not sufficient to accommodate the 
larger number of classes. With the better organization of 
the State school system the demand for the professionally 
trained teachers has constantly increased. It was found that 
about 350 new teachers are needed annually to take the place 
of those who abandon the work and to meet the demands 
resulting from increased enrollment. 

The school with its plant was not able to give us more than 
about 75 graduates annually. These, with about 20 from the 
Normal School at Frostburg, were less than one-third of the 
number required to meet the annual needs. 

The State Superintendent of Education was quick to com- 
prehend the situation, and a number of the publications of his 
office urged that something be done to increase the supply of 
trained teachers. The plan of establishing training classes in 
approved high schools was given some consideration, but the 
great majority of our school officials as well as the leading 
teachers of the State took the position that the demand for 
trained teachers should be met by increasing the capacity of 
the Maryland State Normal School. 

In 1909 the matter was fully discussed at the annual meet- 
ing of the Alumni Association of the School, and a committee 
was appointed, including such prominent members as Miss 
Sarah E. Richmond, Dr. William S. Love, Dr. Robert Fawcett, 
Richard M. Browning, B. K. Purdum and Robert Earring. 
This committee, through sub-committees in each county, con- 
ducted a diligent campaign, which informed the general public 
throughout the State as to the true situation. 

It was my good fortune through the grace of Providence 
and a devoted constituency to be a member of the State Senate 
at this time and to be al)le to co-operate with this committee. 
I introduced a bill providing for a bond issue of $400,000, but 

14 











JOHN S. BIDDISON 
Vice-President of the Commission 



realizing the fact that owing to the enthusiasm for good roads 
and the large sum of money necessary for that purpose the 
School Bill could not pass, we redrafted the School Bill in 
the closing days of the session and provided for a Commission 
to study the question and report to the next Legislature. This 
bill was passed, signed by the Governor and became a law. 

The Commission provided for by this act consisted of the 
Governor of the State, the Comptroller, the Treasurer, the 
State Superintendent of Education, the Principal of the Nor- 
mal School, myself, and John S. Biddison, of the Senate, and 
Carville D. Benson and W. Mitchell Digges, of the House. It 
organized on June 10, 1910, with myself as president, John S. 
Biddison vice-president and B. K. Purdum secretary and 
treasurer. 

The Commission took up its work with enthusiasm, studied 
carefully the whole question of Normal Schools, and let it be 
known through the public press that it was in search of a 
suitable site in the suburbs. More than three hundred were 
offered, and approximately one hundred actually visited by 
the Commission as a whole or by committees. It was early 
decided that the site to be finally selected should contain not 
less than 75 acres of land on a trolley line, making it easily 
accessible to Baltimore City, on or near a steam railroad to 
facilitate the delivery of supplies, near a town having churches 
of all leading religious denominations, stores, physicians, etc., 
for the convenience of the girls living in the dormitory, and 
near to sufficient population to furnish enough children of 
elementary grade necessary for the organization of a practice 
school. 

The Commission, through its secretary, presented to the 
Legislature of 1912 a report showing the result of its work, 
giving a description and a map showing the location of the 
best sites which had been offered and tentative plans of pro- 
posed buildings prepared gratis by Theodore Wells Pietsch, 
architect. 

A bill was introduced providing for a bond issue of $600,000 
and clothing the Commission with authority necessary to per- 
form the task proposed. 

Governor Goldsborough let it be known early that he was 
friendly toward the proposition, and the progress of the bill 
did not encounter opposition unusual for one authorizing such 

15 



a large expenditure of money. During- the course of passage 
Andrew J. Cummings, of the House, and Peter J. Campbell 
and Albert M Sproesser, of the Senate, were made members 
of the Commission and proved later to be valuable additions. 
The alumni of the school scattered throughout the State 
kept up their earnest work by urging the necessity of the 
passage of the bill upon the members of the Legislature of 
their respective counties. 

The bill passed in due course and was approved by the 
Governor on April 7, 1912, in the presence of Miss Sarah E, 
Richmond, the principal of the school, and a party of her 
friends. 

With the funds now actually available the Commission 
again took up its work with an increased seriousness, met on 
May 4, 1912, and decided to continue the Commission as origi- 
nally organized. 

The selection of a site was again taken up, and a combina- 
tion of these properties, on the west side of the York road, 
near Towson, which embodies all of the features agreed upon, 
was finally selected August 21, 1912. 

The Commission decided to make the inspection of the 
leading Normal School plants throughout the country, and 
various committees visited schools at the following places: 
Charlestown, 111. 
Macomb, 111. 
Cape Girardeau, Mo. 
Oswego, N. Y. 
Greenville, N. C. 
Greensboro, N. C. 
Montclair, N. J. 
The Commission decided to select its architect by competi- 
tion under the terms of the American Institute of Architects. 
James Rush Marshall, of Washington, D. C, was selected by 
the president as adviser and prepared the terms of the compe- 
tition, which was open to architects of the State of Maryland 
only. The following leading architectural firms entered this 
competition : 

Wyatt «& Nolting, 
Baldwin & Pennington, 
Ellicott & Emmart, 
Theodore W. Pietsch, 
Parker, Thomas & Rice, 
A. C. Leach, 
Otto G. Simonson. 




PHOTO. BY HOLMES 



PETER J. CAMPBELL 
Member of the Commission 



The competition was won by Parker, Thomas & Rice, of 
Baltimore and Boston. Charles L. Reeder was selected as 
consulting engineer, and the preparation of plans and specif! 
cations began in earnest. 

Douglas H. Thomas, Jr. 

At this juncture it seems befitting that I should mention the 
young member of this architectural firm who became the 
active architect of the Commission — the one with whom the 
Commission conferred and made its suggestions. The sug- 
gestions were always received by Mr. Douglas H. Thomas Jr., 
with the utmost consideration, the most exact courtesy and 
the generosity of a great man. As you visit these buiiriingf 
and admire their architectural beauty, their color scheme and 
delicate tones, their uniqueness of design and difference from 
all other buildings, you may register it as a fact that they had 
their origin in the fertile and productive brain of this enthusi- 
astic young architect, who at a time when they were nearing 
completion was suddenly called by accident to the great 
beyond. These buildings are a monument to his genius and 
ability, and I cannot but believe that they were intended by 
him to be the crowning efiforts of a busy life. Young Thonias 
was not only a great architect, a business man and one ^vho 
stood among the foremost in his profession, but he was like- 
wise of that tender and amiable disposition that wh^n among 
those pleasure seeking he was as though a boy in the ranks. 
He has left his "footprints on the sands of time," and on these 
grounds have been erected buildings which will ever remain a 
monument to his memory. 

The general contract for the construction of the Admin- 
istration Building was awarded to MorrowiBros., October 13, 
1913; the Dormitory Building to Edward Brady & Son, 
August 27, 1914, and the Power Plant to Sweetser Linthi- 
cum, Jr., October 8, 1914. Leonard F. Fowler was selected to 
represent the Commission in looking after the proper con- 
struction and workmanship. 

The Legislature of 1914 met in the meantime and made an 
additional appropriation of $225,000. The work on these con- 
tracts, with the exception of that of Morrow Bros., progressed 
with unusual rapidity, and the buildings were ready for the 
opening of the school, September, 1915, as originally planned. 

17 



The buildings are Aliddle English in architecture, of fire- 
proof reinforced concrete construction throughout, faced with 
a dull tone of red tapestry brick. They represent all the latest 
features of modern school architecture. 

Administration Building. 

In the Administration Building is located the administrative 
offices, recitation rooms and laboratories, the auditorium and 
lecture rooms, the library and reading rooms, the practice 
school, the domestic science department, and the cafeteria for 
day students. 

Nczvcll Hall. 

Newell Hall is a dormitory and will accommodate more than 
two hundred young women. The living rooms are arranged 
in suites of two, with bath between, and the accommodations 
afforded are, we believe, as attractive in every way as those 
ofifered by any school in the country. 

Pozver House. 

The Power House is a central unit from which all lighting, 
heating, refrigerating, gas, water and electric service are sup- 
plied through a tunnel system to all parts of the buildings and 
grounds. The Manual Training Department and the Laundry 
are also located in this building. 

In the prosecution of this undertaking it has been my happy 
lot to have the constant and energetic support of Mr. B. K. 
Purdum, the secretary of the Commission. I have likewise, 
as president of the Commission, been afforded every confi- 
dence and every assistance by each and every member of the 
Commission. Whenever called upon or whenever their duties, 
called them they have been ever ready to perform the same 
with dispatch and promptness. The State has profited well 
by the work of those gentlemen, who have given it without 
stint and without pay, their whole desire being to save the 
State every dollar possible, to construct the finest buildings 
within the appropriation and to see that every dollar spent 
should bring a dollar's return. All praise to these gentlemen 
for their untiring work upon this Commission. 

18 




PHOTO. BY JANVIER 



CARVILLE D. BENSON 
Member of the Commission 



Work of Graduates Necessary. 

I have told you of the history and origin of normal training ; 
of the idea, conception and completion of this group of build- 
ings, and have covered the subject, I believe, quite thoroughly 
in the limited space. I wish, however, to impress upon each 
of you, and especially those young ladies and young men who 
go from this institution to teach in the public schools of the 
State, that to train the youth in those principles which are 
destined to make them good and efficient citizens is a high call- 
ing ; that while the State through this Commission has provided 
you with these buildings, it is not these buildings through 
which the people of the State and nation will know the State 
Normal School — it is through the individual efforts and work 
of those who go from its doors as graduates that the institu- 
tion will be best known. There are hundreds of people 
throughout the State who perhaps will never see these build- 
ings, and who will judge the work only by the progress and 
proficiency of its graduates. The greatness of its work and 
the efficiency of the corps of teachers employed at this school 
will be known through the work and efforts of its graduates 
in the various communities. It is upon them that the great- 
ness of this institution will largely depend — upon them will 
depend the fame of their alma mater. 

United States Constitution. 

I feel that the teaching, not only in this institution but by v/ 
those who go to teach in the various schools of the State, 
should not alone be confined to the lessons taken from the 
various textbooks, but that it should include also teaching 
upon those lines which will make the boys and girls who are 
to become the men and women of tomorrow the best possible 
citizens for the maintenance of this great Union. The Consti- 
tution of the United States, the great bulwark of American 
liberty and life, should be taught and its doctrines and prin- 
ciples become well grounded in the youth of the land. There 
has sprung up in the last few years a tendency to regard it 
too loosely. It has made this Union strong and great. What 
has made us the greatest democracy in the world of nations 
has heretofore been the strict adherence to the Constitution of 
the United States, which guarantees to all life, liberty and the 

19 



pursuit of happiness. Too much stress cannot be placed upon 
this great document as the foundation and corner-stone of the 
great Government of the United States. 

In this connection should b^, taught the duty of each and 
every citizen to become interested in public affairs, to see that 
the best and most efficient men are elected to public office, and 
when elected it should be impressed upon all that the men 
.whom they have placed in control should be recognized as the 
authority in that office to which they have been elevated. 

Property Rights. 

We should also teach the recognition of property rights, 
both individual and corporate. Corporations are but the aggre- 
gate capital of perhaps thousands of large and small, rich atld 
poor investors. There has been a tendency of late to drift 
from the old dertiocratic principles taught us by our fore- 
fathers into a more or less socialism, quietly it is true, but 
nevertheless surely. State rights in many respects have grad- 
ually passed under national control, and while it is well that 
the National Government should have charge of many things, 
individual effort and individual and corporate business should 
be given as large latitude as the welfare of the people will 
permit. - - -l;^''' ^•■- '■'•'"'' ''''''■ - -^ -• 

If you teach the adherence* ■tO' 'the Constitution, the respect 
for authority of those whom we have placed in office, respect 
for the laws and Constitution of our State, and respect for 
property rights of others. I feel that the teachers who go from 
this institution will be performing that service to their State 
and* Union which will do much to continue this great Govern- 
ment of ours from generation to generation, so that those who 
follow us may have the same opportunities, the same benefits 
and the same advantages as those who have gone before and 
those of this generation. We are but the trustees of those 
rights and privileges which have been handed down to us by 
our forefathers, and it is to us that future generations have 
the right to look that they be handed down to them unim- 
paired and a vital living force. 

Transfer of Buildings. 

And now, Mr. Warburton, to you as the State's representa- 
tive I take great pleasure in saying that with the exception of 

20 




PHOTO. BY HOLMES 



ALBERT M. SPROESSER 
Member of the Commission 



a little unfinished work, amounting to a comparatively small 
sum, these buildings are complete in every detail, and as the 
Commission has guarded them as though they were children 
of the State, so we hope and know the State Board of Educa- 
tion will be equally interested and protecting. 

I take great pleasure, both as chairman of the Building 
Commission and as a graduate of this institution, in delivering 
you these keys and thus turning over to the State Board of 
Education, through you, its chosen representative, the custody 
and control of this group of buildings, subject to the Commis- 
sion's right to complete, hoping that they shall, through their 
substantial construction, large dimensions and fine location, 
serve the State of Maryland as part and parcel of its well- 
famed educational system, until the generations to come shall 
determine, as this generation has determined in reference to 
the old building, that the number of students can no longer be 
accommodated within their spacious walls. 



m\)tt00 ot ^on, milMm ^, Mllatliurton, 

Member of the State Board of Education. 

1 confess to some embarrassment as I find myself acting as 
a substitute for the Governor of Maryland, who is unavoidably 
absent at this time. Had he been able to be present he would 
have represented the State, and I in common with this audi- 
ence would have listened to his address with pleasure and 
profit. 

Complimented with an invitation to perform the duty which 
would have fallen upon His Excellency in carrying out the 
program of today,, I can assure my audience that my remarks 
shall at least have one merit — that of brevity. 

Impartial and exact justice requires the highest praise in 
behalf of the Commission which was charged with the selec- 
tion of a location and the construction of this magnificent edu- 
cational plant. From first to last the Commission has acted 
with scrupulous fidelity to the sacred trust imposed. It would 
be difficult, indeed, to have found a more desirable location. 
In the midst of one of the most beautiful sections of our State, 
easy of access to and from Baltimore City by steam and 
trolley, it is an ideal location. 

21 



The buildings in plan and outline, as well as all the details 
of construction, attest the wisdom and care which the Com- 
mission exercised in this important work, and on behalf of the 
State I accept the keys as the symbol of ownership, and I 
think I but voice the sentiment qi the people of Maryland 
when I say to the members of the Commission, "Well done, 
thou good and faithful servants." 

Today crowning this hill stands the completed structure 
built by the people of Maryland and known as the State Nor- 
mal School. May it prove to be the best investment the State 
has ever made. Ignorance is inimical to the best interests of 
the, State, hence the duty of the State to aid in educating its 
citizenship. Herp within these walls are to be taught and 
trained .those who, shall go forth to teach and train the chil- 
dren oS- the .State in our common schools. The people of 
AJjraryland want teachers who are genuine, not counterfeits. 
Lack of qualificatiop on the part of the teachers in our com- 
mon schools has crippled the system for years past. The 
success of this school and the justification of the expenditure 
here made on behalf of education depend entirely on the effi- 
ciency of tlie instruction here given. May the people of Mary- 
land not be disappointed in^j this great and most important 
work. 

Merit and worth should be recognized wherever found, and 
it is absolutely essential to the success of our educational sys- 
tem that politics should not be allowed to invade any part of 
itl' In every branch and feature of it' it should be guarded 
against the invasion of partisan politics. 

If those who are charged with the duty of instruction in 
this institution shall be qualified for the work and shall per- 
form their duty with zeal and efficiency, and in consequence 
'oi such teaching qualified teachers shall go from here into 
the schools of this State, our school system will be touched 
with new life and the expenditure the State has'here made 
^i'H in time prove to be its most Valuable asset for the 
ujpbuilding of an intelligent, honorable citizenship, which in 
the future will be the bulwark of our liberty and the palladium 
of our freedom. ' 

(■;;.?);. , 

i2 




PHOTO BY HOLMES 



ANDREW J. CUMMINGS 
Member of the Commission 



State Superintendent of Public Education. 

We have already been told that the vast sum of nearly a 
million dollars has been invested in this new^ Normal School 
plant. For years there had been a growing conviction among 
our people that the State has not provided in an ample way to 
supply all the schools with trained teachers, and as a conse- 
quence more than one-half of the annual recruits to our pro- 
fession have been young women and men without special 
training. 

Speaking through their legally appointed representatives in 
the Legislature, the people of Maryland decided in 1912 to 
appropriate an extraordinary sum of money with which to 
purchase suitable grounds, erect modern buildings and provide 
abundant equipment for an adequate and up-to-date teacher 
training institution. 

The action of the Legislature was certainly generous and, 
we believe, wise. A keen sense of obligation to an important 
trust on the part of the Commission which has directed the 
expenditure of the money is obvious when we observe the 
results of its work, and this splendid audience may be accepted 
as an evidence of popular appreciation of the whole movement 
for the betterment of school conditions. 

The struggles and achievements of a school system a half 
century old lead up to and center in these ceremonies. We 
must not forget also that we are on the threshold of a new 
school era, for this occasion is a most propitious beginning of 
another fifty years, richer in achievement and fuller of promise 
than the one just closing. On the great highway of construc- 
tive educational policies this school will easily stand out as the 
central beacon light beckoning young men and women who 
would teach to this refuge for preparation. But valuable as 
these buildings and their necessary adjuncts are in the scheme 
to provide for our schools professionally trained teachers, they 
are not in a pre-eminent sense the essential elements of this 
institution. It is just possible to spend millions for buildings, 
but if placed in incompetent hands — if supplied with poor 
instructors — the expenditure in a large measure is nullified. 
There may be some in this audience who will live to see these 
substantial and beautiful walls unsightly and possibly in a 

23 



sri 



state of decay, but the training to be given within them, the 
efficiency to be gained through the teaching processes to be 
employed and the soul life to be fostered by precept and 
example will go on in the several communities of our j3,oin- 
monwealth in ever-widening circles for all time. Air-::: 

"If we work upon marble," said -the gre&t Daniel Webster, 
"it will perish ; if we work upon brass, time will efface it ; if 
we rear temples, they will crumble into dust. But if w^e work 
upon immortal minds, if we irhbue them with principles, with 
the just fear of God and our fellow-man, we engrave orj those 
tablets something which will brighten to all eternity." May 
we pause to realize that the young women and men who shall 
go out from this institution are to work upon immortal minds 
and will influence, more than any other class of human agen- 
cies, the quality of citizenship in the State, the character of 
heads of the family, and, the kind ^,f leadership we shall have 
in social, political and industrial life? With such a mission 
what duties and obligations are top, great for this school to 
undertake? And, as wp would, with a spirit rising irjto chiv- 
alry, defend this strpiQtvire frpm spoliation by a vacidal, so 
must >y£^ sta,p4in,^ today facing the future, resolve that no 
demagogue for ulterior motives shall lay his selfish hand on 
the teaching corps, pf thi^ s,chool. There can be but one justi- 
fiable reason to change the teaching staff of any school, and 
that is to improve its efficiency. As a stream cannot rise 
higher than its source, so the products of this school will 
not likely surpass in schplarly attainments, personality, train- 
ing and moral courage those who instruct them. We need 
right here the best teaching fibre to be found anywhere, and 
such instructors should be as secure in the discharge of their 
duties as is a capable bank cashier. 

This school will not fill its proper niche in our State school 
system until it shall furnish annually 200 graduates. It will 
not likely do this until it is determined that only high school 
graduates or their equals shall be eligible for scholarships. 
Calvert is the only county in the State without a high school, 
and if necessary the State should give such encouragement as 
will establish one there. This done, there can be no justifica- 
tion for the State to duplicate in this school the work that is 
within the province of secondary education. 

The State and County School Boards select the students for 
this school. We ought to remember that the most artistic 

24 




PHOTO. BY H0LME3 



W. MITCHELL DIGGES 
Member of the Commission 



teachers of this institution can no more make something out 
of nothing than can the ordinary artisan. A professor once 
said to his theological students : "Young men, ye must have at 
least these three elements if successful in your work, viz : 
piety, learning and common sense. God will give ye the first ; 
I can give ye the second ; but if ye have not the third, the 
Lord have compassion on ye." 

Perhaps these elements are as necessary for the teacher as 
for the preacher. While in a sense it is almost a crime to 
select students who do not measure up to the intellectual require- 
ments, it is ridiculous to send here as prospective teachers such 
as give no evidence of good common sense. Our interests in 
the general problem of education should impel us to send only 
the best material available. When this is done we will hear no 
more about Normal School graduates as failures in the teaching 
profession. 

The claim that the teacher is the most vital factor in our 
plan of instruction cannot be made too often nor stated too 
strongly. The standard used in measuring the worth of a 
State school system is about the same as that for determining 
the efficiency of a teacher. In estimating the percentages made 
up from the several elements which enter into the makeup 
of a school, the teacher represents at least 75. What propor- 
tion of this large percentage shall stand on the right side of 
the balance sheet in scoring a school will depend on her infor- 
mation, training, personality, common sense and attitude 
toward others. To be 100 per cent, efficient she must be com- 
fortable, and she cannot be comfortable unless she is paid a 
living salary. So let us remember that for every per cent, loss 
of efficiency in our State school system three-fourths of that 
1 per cent, is chargeable to the teacher, and vice versa the 
teacher must be proportionately credited with every per cent, 
gain in its efficiency. This fact gives significance to these 
exercises and marks this occasion as one of unusual impor- 
tance. As a State school official the best service I am capable 
of giving belongs to the Maryland State Normal School, and 
in your presence I pledge this school my best support. 



25 



<amirf!Sgi of 9^100 &atal) <£. KicSmond, 

Principal of the School. 

In appearing- before you today I occupy the unique position 
of being not only one of the parts that have made this dedi- 
cation a fact, but am also the link which runs through all 
and doth all unite, being a student of the school from its begin- 
ning/ an alumna, a member of the faculty, the principal, and 
throtigh the ofifice of principal a member of the State Board, 
and through the courtesy of the General Assembly a member 
of the Building Commission. "* 

Fifty years preceding the coming 15th of January the Mary- 
land State Normal School, created by the Legislature of 1865, 
was organized by ' Dr. M. A. Newell with 11 students. 
Dr. Newell was elected to the principalship because of his 
scholarship — having taken his degree at the University" of 
Dublin — a:nd his successful experience as a tea'eher in the 
public and private schools of Baltimore and Pittsburgh. 

The school was located in Red Men's Hall, Paca street, near 
Fayette, within one-half block of the largest market in Balti- 
more and immediately adjoining an engine house. The neigh- 
borhood was not noted for quiet and repose. 

One moderate-sized hall, badly lighted and more badly ven- 
tilated, served as recitation room, conservatory, studio and 
gymnasium. Lessons in the academic studied: in the prin- 
ciples of teaching, in music, in drawing and in physical train- 
ing were given the first day. Biology was soon after intro- 
duced, and at the beginning of the second session the Model 
or Training School was opened under the supervision of Mrs. 
Borgman, a woman of much culture and of considerable skill 
in teaching and in training children. 

The first graduating class numbered four to receive the 
higher diploma and twelve to receive a diploma of a lower 
grade. Of the four, three were graduates of the city's high 
schools when entering and one a graduate of Princeton. Two 
of these four are yet in active service and one is a retired 
merchant; the fourth passed into the great beyond within 
three years after graduation. 

The students so multiplied in numbers that one class grew 
into four classes, all taught in the one room. Was good 
teaching possible with four classes in such proximity and 
reciting in different subjects? 

26 




PHOTO. BY BACHISACU 



SARAH E. RICHMOND 
Principal of the School 



Yes; the students in those classes had entered the school 
with the burning desire to avail themselves of all opportuni- 
ties and not to miss a suggestion that would better qualify 
them for the office of teacher. Enthusiasm, loyalty to a cause, 
comradeship, and zeal inspired by their leader. Dr. Newell, the 
prince of teachers, made them insensible to everything outside 
of their special class. The influence of the living spirit of that 
one-room school has extended to every hamlet in Maryland 
and sanctifies the atmosphere of this hall today. 

But the school so grew that conditions became intolerable 
and the administration had to seek better and larger accom- 
modations. Through an increased annual appropriation the 
Athenaeum Building, at Franklin and Charles streets, was 
secured, and thither the school removed in September, 1872. 
The increased facilities of the new home made school life more 
comfortable, inasmuch as we had more classrooms, a library, 
parlor, office, and sufficient room for the Model School in the 
same building. 

While in the Athenaeum Building a new professor came into 
the faculty — a man so young in years he looked boyish, but 
who developed into one of the strongest and most enthusiastic 
teachers in the history of the Normal School. Professor 
George L. Smith is enthroned in the heart of every pupil he 
taught, but the thrill of gladness at the recall of his name 
will be chilled by the memory of his tragic death while in the 
discharge of his duty. 

The school thrived happily in its Athenaeum home for three 
years. Unable to secure a short extension of its lease — the 
building having been sold — it moved into a rather dilapidated 
structure on Mulberry street, until its permanent home — 
erected by an act of the General Assembly of 1874 — was ready 
for occupancy. 

In May, 1876, the Carrollton and Lafayette avenues building 
was dedicated to the sole purpose of training, teachers for the 
public schools of Maryland. This building, whose construc- 
tion was supervised by the Board of Public Works, was hand- 
some in its exterior, comfortable, well ventilated and replete 
with conveniences in the interior, had a large side lawn 
attached, and was considered to rank equally with the finest 
school buildings on the Eastern coast. 

The school's advancement continued under the leadership 
of Dr. Newell (one of the foremost educators of the time). Dr. 

27 



E. B. Prettyman and Dr. G. W. Ward. Dr. Prettyman was 
ever kindly and sympathetic. Keenly alive to the best inter- 
ests of the school, he used every effort to sustain the good 
reputation of the school. With him every student was as his 
daughter or son in whose good work he delighted. Through 
his influence a large addition was built to the school, contain- 
ing a gymnasium, manual training room, laboratory and class- 
room. 

Dr. G. W. Ward, who succeeded Dr. Prettyman, was ear- 
nest in all that he undertook, but left in a few years, regretted 
by his students, to engage in other pursuits. 

After a residence of nearly forty years in the Lafayette 
Square building conditions became such that the safety and 
comfort of the students demanded that larger buildings with 
dormitories, well ventilated, fireproof, remote from the noise 
and confusion of traffic, be constructed, and that the campus 
of the school should contain acreage sufficient for outdoor rec- 
reation of the students and to allow for the growth of the 
school. 

The alumni of the school — those who best knew through 
experience the limitations of the old building and its situation, 
the discomfort of boarding houses, the need of supervision out- 
side of school — took up the question and worked with the 
serious, earnest purpose that success is born of. So enthusi- 
astic were they in the work that every community in Mary- 
land responded to the desire to give to its future teachers a 
building that the cause of education justified and a home 
where the young people in training for teaching could find 
protection, home comforts and suitable conditions for study. 

The seed sown by the alumni fell on good ground and 
brought forth abundant fruit. The General Assembly of 1912 
realized the need of trained teachers in the schools, and to a 
member voted for the issuing of bonds to erect suitable build- 
ings for the Maryland State Normal School, placing the selec- 
tion of a site and the construction of the buildings in charge of 
a commission. 

The old adage "Go away from home to learn something" 
was verified in the case of the Commission. To do justice to 
our State and to measure up to the trust committed to it, it 
was necessary that the Commission visit other State schools 
to see which were best adapted to the special educational pur- 

28 




PHILANDER P. CLAXTON 
U S. Commissioner of Education 



pose for which the Maryland school was intended, and also 
to become familiar with the most advanced ideas in school 
architecture. This somewhat enlarged and raised the ideals 
of the members of the Commission concerning the building 
they had charge of. To spend so large a sum of money and 
not to secure buildings to compare favorably with similar 
buildings in other States was to belittle the reputation of 
their own State ; again, not to erect buildings sufficiently large 
to accommodate a considerably increased number of pupils 
was to ignore the experience obtained through the past history 
of the school. Thus it was found necessary to appeal to the 
General Assembly of 1914 for an additional appropriation. 

The friends of the school when appearing before the several 
committees of the Legislature, or in interviews with the indi- 
vidual members, were not only courteously treated but found 
them warmly interested in the necessity of trained teachers 
in the schoolroom. 

We, who directly presented the claim of the school for its 
new home, had but little work to do in aiding the passage of 
the bill. It had been done by the alumni and other friends, 
who knew the value of the work already done by the school. 

The funds for the new building being made sure, the Com- 
mission began its work. The result is this group of buildings. 
Conspicuous in size and position is the one in which we are 
holding the dedication exercises. Beautiful in its situation, 
every window revealing a picture by nature's brush, harmony 
the keynote in its coloring and architecture, simplicity the 
characteristic of all that meets the eye, commodious, well ven- 
tilated, as near fireproof as the intelligence of today suggests, 
it is a monument of gratitude and afifection by the alumni of 
this school to its alma mater. 



By Dr. Philander P. Claxton, U. S. Commissioner of Education. 

Note. — It is to be regretted! that the Secretary has been unable 
to procure a manuscript of Dr. Claxton's able and eloquent 
address for this publication. 



29 



TBtnttiiction, 

Given by Rt. Rev. Monsignor William A. Fletcher, D. D., 
Rector of the Cathedral. 

O Lord Jesus Christ, who didst instruct Thy Apostles to 
invoke peace upon every house which they should enter, bless, 
we beseech Thee, this home which has been set apart for the 
education of the teachers of the State of Maryland. Pour out 
upon it the richness of Thy blessings and the fullness of Thy 
peace. Charge Thy holy angels to guard it and to drive far 
from its precincts every approach of the enemy of souls. Fill 
its teachers to overflowing with knowledge, wisdom and Thy 
holy fear. 

Bestow salvation upon its pupils as Thou didst upon the 
household of Zachaeus. Strengthen them with Thy heavenly 
grace, that they may understand, cherish and practice the salu- 
tary precepts which will be here inculcated. Grant to all who 
frequent these halls such a fruitage of virtue as may make 
them pleasing in Thy sight and render them worthy to be 
received, at last, into eternal tabernacles. 

These blessings we ask through Thee, Jesus Christ, Saviour 
of the world, who livest and reignest God forever and ever. 

And may the blessing of Almighty God, Father, Son and 
Holy Ghost, descend upon all here present and remain with 
them forever. Amen. 



30 




THE RT. REV. WILLIAM A. FLETCHER 
Rector of the Cathedral 




PHOTO. BY BACHRACH 



B. K. PURDUM 
Secy-Treas. of the Commission 




DOUGLAS H. THOMAS, JR. 
Of Parker, Thomas & Rice, Architects 



LIBRARY OF CONGRESS 



019 739 200 9 



